Den här studien undersöker tillgänglighet till mensskydd, utifrån ett universal design-perspektiv, vid ett urval gym- nasieskolor i Sundsvall februari och mars månad 2019 samt hur eleverna upplever tillgängligheten. En kvalitativ inter- vjustudie, bestående av intervjuer med skolsköterskor och elever vid skolorna, genomfördes utifrån en noga formule- rad intervjumanual, där resultatet sedan sammanställdes. Resultatet beskrevs, tolkades och analyserades sedan innan slutsatser kunde dras. Resultatet visar på att tillgänglighet till mensskydd, vid ett urval av gymnasieskolor i Sundsvall under februari och mars månad 2019, utifrån ett universal design-perspektiv, är bristfällig.

<p>The Mobile phone has contributed to massive changes in the way that human beings communicate with each other and is a technology that is a part of society’s globalization. Opinions differ in the area of user interface where some feel that mobile phones exclude users such as senior citizens or users with an intellectual or a physical disability.</p><p>Universal Design –‘design for all’, is a vision that intends to bring about settings, products and services that suits as many people as possible irrespective of an individual’s needs and prospects. The criteria for ‘design for all’ are among other things flexibility, user friendliness, comprehensibility and a high tolerance for mistakes.</p><p>The purpose of this essay is to investigate the mobile phones graphic user-interface from the theory of a universal design. From this general purpose the study look more closely at senior citizens perspective of mobile phones graphic user-interface. A qualitative study in the form of 4 interviews was used. All of the individuals that participated in the study felt that the mobile phone is a very good and beneficial invention. Mobile phones bring about a feeling of security and safety since it is felt that is always possible to reach family and friends in the event of a crisis. It is difficult to provide a interface that is Universal, because every individual is unique. Every individual has a different opinion on what is Universal Design and what is not. People have different needs of using the mobile phone and that’s one of the reasons why it’s difficult to provide a universal design of the graphical user interface of a mobile phone.</p>

We introduce normal coordinates in Riemannspaces as a tool to construct color-weak compensation methods.We use them to compute color stimuli for a color weakobservers that result in the same color perception as theoriginal image presented to a color normal observer in the sensethat perceived color-differences are identical for both. Thecompensation is obtained through a color-difference-preservingmap, i.e. an isometry between the 3D color spaces of a colornormaland any given color-weak observer. This approach usesdiscrimination threshold data and is free from approximationerrors due to local linearization. The performance is evaluatedwith the help of semantic differential (SD) tests. / Swedish Foundation for Strategic Research through grant IIS11-0081. / European Community’s Seventh Framework Programme FP7/2007-2013 - Challenge 2 Cognitive Systems, Interaction, Robotics - under grant agreement No 247947 - GARNICS.

The purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert teachers of classrooms who included students with severe cognitive disabilities, including autism, intellectual disability, and traumatic brain injury were of interest in this study. Further, this study was designed to determine how the teachers learned to expertly manage their inclusive classrooms. Eight teachers met criteria for inclusion in this study as expert teachers, through confirmed nomination, experience requirements, holding required teaching certifications, and through evidencing positive impacts on their included students with disabilities. Interviews were conducted with these eight teachers, in addition to telephone interviews with their special education teaching peers. Through a constant-comparative method of data analysis, it was found that teachers learned to manage their inclusive classes in a variety of ways. They learned from traditional opportunities, self-directed learning, and through learning from others. Each of these teachers engaged in continual learning strategies that began during pre-service preparation and continued through professional development while in-service. Additionally, the teachers in this study managed their classrooms in a variety of ways which addressed student learning, the environment, and student behavior. Management of student learning was evidenced through 17 identifiable practices, including ones such as modifying product expectations, including multi-sensory opportunities, and including real-world applicability. Teachers managed their inclusive classroom environments through 11 different practices, such as establishing a structure with rules, working as a whole group/class, and creating a calm learning environment. Management of behavioral expectations was executed by these expert teachers through 12 distinct management practices, including consistency with consequences, maintaining a respectful attitude ant tone with the class, and being aware of student stressors. Management practices of these expert teachers additionally aligned well with the principles of Universal Design for Learning (UDL).

Disability is seen as a result of an interaction between a person and that person's contextual factors. Viewing disability in the context of the built environment, a better design of this environment helps to reduce the disability faced by an individual. In spite of significant research in Universal Design (UD), the existing methods provide insufficient guidance for designers: designers demand more specific examples of, and methods for, good universal design. Within the overarching goal of improving universal product design, the specific goal of this research is to determine if the ADA guidelines for architectural design can be adapted to product design. A methodology that foresees the accessibility issues while designing a product would be constructive. The new technique should be built on the pre-existing principles and guidelines. A user activity and product function framework is proposed for this translation using actionfunction diagrams. Specific goals include determining if the function-based approach is able to anticipate a functional change that improves product accessibility. Further, generate user activity and product function association rules that can be applied to the universal design of products. Proposed research activities are to identify thirty existing universal products and compare with its typical version to identify the function that introduces an accessibility feature. Next, categorize the observed changes in a product function systematically and extract trends from accessible architectural systems to generate rules for universal design of consumer products. For validation, the task is to select around fifteen consumer product pairs for validation of the generated rules to determine if the ADA guidelines can be adapted for universal product design using the proposed framework. The results of this research show promise in using the International Classification of Functioning, Disability and Health (ICF) lexicon to model user limitation. The actionfunction diagram provides a structured way to approach a problem in the early stage of design. The rules generated in this research translate to products having similar user-product interface.

The aim of this study is to integrate the basic concepts of landscape urbanism and the principles of universal design approach in order to achieve an inclusive urban surface on the seafront of the Bosphorus. This study may be described as a reinterpretation of the European shore of the Bosphorus, reintroducing the sea to the daily life of stanbul&amp / #8217 / s inhabitants. Landscape urbanism refers to the architecture of an urban surface, a continuous landscape accommodating all kinds of structures and activities to enhance human experience. Universal design is an approach that celebrates human diversity and is often defined as the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. To achieve its goal, this study focuses on the concept of urban surface and the related design strategies described by Alex Wall, which might help to create inclusive environments. In this way, it attempts to put forward a framework for the implementation of universal design principles to urban scale. It not only evaluates the strategies of landscape urbanism from the perspective offered by the universal design approach, but also attempts to make a contribution to the common brainstorming about shaping the seafront of the Bosphorus.

Dealing with the problem between user related knowledge and design, the present thesis underlines the guiding role of designer&rsquo / s user concept as a concept in problem structuring, by framing his/her understanding about user and influencing knowledge use and solution generation. Considering limitations of prevailing user concept in the architectural design studio, underlying problems are detected with reference to knowledge and design contexts, which have critical influence on the formation of user concept, particularly on its capacity to cover qualities of user and its relation with design. Defined narrow content of knowledge context and the detachment between design and knowledge contexts constitute the problematic basis of limited user concept and indicate a need for a shift in student&rsquo / s user understanding. The thesis aims to provide a conceptual framework to define required change referring underlined contexts. The broadening of knowledge context is defined addressing unifying perspective of Universal Design, with its emphasis on diversity, user experience, and knowing user by experience. With reference to the notion of designerly ways of knowing, required constructive relation between knowledge and design contexts is reconceptualized as designerly way of knowing user and defined as user related knowledge generation as part of problem structuring and design concept generation through this knowledge base. The potentials of proposed framework are exemplified by an architectural design studio experience. The analysis shows that when student&rsquo / s user learning is organized within student&rsquo / s actual user investigation as part of problem structuring, it is possible for students to acquire needs and expectations of diverse users and translate them to solutions from user perspective generating user related design concepts. Therefore, proposed conceptual base promises to improve user concept of student not only to involve experiences of diverse users, but also to be designerly.

In recent years, as sensitivity for human rights and diversity in society increased, inclusion has become an important subject matter for discussions both in wider social context as a parameter reflecting more conscious and democratic understandings of human world, and in particular context of different disciplines. Inclusion has become a widely discussed theme of inclusive education practices both internationally and in Turkey, as well as a central theme for Universal Design approach. In education, inclusion is a challenge which calls for a comprehensive institutional restructuring and demands adaptations in physical education environments. This condition implicitly challenges architects to take action for developing effective design approaches in order to create inclusive education environments. This thesis is a search for a common framework for education and architecture for promoting inclusive education in primary schools. Despite the potential of Universal Design principles for bringing education and architecture together for this common goal, Universal Design approach remains limited for promoting a comprehensive understanding of inclusion. Through a comprehensive review of legislations, literature and a case study carried out for conceiving practical concern of inclusive education, this study broadens the notion of inclusion and claims that inclusion is an ongoing process during which students develop their capacities with the provision of equal opportunities of access to educational resources, supportive services, teachers, professionals and effective education environments. Depending on this thesis&rsquo / process-based and student-centered understanding of inclusion, Universal Design principles are differentiated by focusing on design aspects which maximize students&rsquo / individual strengths during inclusive education process.

Everyday technologies are intended for use by everyone with no specific training and minimal instructions. Prior research (e.g., Norman, 2002; Polson&Lewis, 1990) suggests that these technologies are usable if users can leverage their prior experience. However, different users will leverage difference experiences to operate the same technologies (Blackler, Popovic,&Mahar, 2003a). This dissertation systematically examined use of prior knowledge in the operation of everyday technology by diverse users, specifically users of different ages and experience levels. In Study 1 encounters with everyday technologies were self-reported by younger adults, older adults with low technology experience, and older adults with high technology experience. Comparisons of technology repertoires for each participant group indicated similar usage between younger adults and high tech older adults that differed in expected domains. Low tech older adults used fewer technologies, but overall they used more than expected across domains. Prior experience generally helped participants have successful encounters, but in some cases introduced problems. In Study 2 video recorded observations were made during participant interactions with exemplar everyday technologies. Participants with more relevant experience generally performed better. Older adults exhibited more inter-individual variability in their performance levels. Appropriate use of prior experience, an unassuming approach to the interaction, and using information on the technology generally led to more successful performance. Results from both studies can provide theoretical and practical support for more effective design that reflects how the target population will use their prior experience.

Working collaboratively with VSA Texas, the research study examined how a Universal Design for Learning (UDL) curriculum functions for students with Autism Spectrum Disorder in an art learning setting. The curriculum focused on learning new media for art making in the form of digital film and video. My research and proposed successful classroom strategies are intended to assist current and future art educators in implementing aspects of UDL in their inclusive art classrooms to better educate students with disabilities through art. / text